EWA Reporting Fellowship
EWA Invites Education Journalists to Apply for Fellowships With Career Pathways Lens
Awards of up to $8,000 will support ambitious reporting and writing
The Education Writers Association is pleased to announce a call for proposals for its next class of EWA Reporting Fellows, this time with a focus on pathways to and through higher education for all types of students. The fellowships provide financial awards to journalists to undertake ambitious reporting and writing projects. This will be the fifth class of EWA Reporting Fellows.
“We are delighted to be able to offer more opportunities for our journalist members to bring innovative reporting projects to fruition,” said EWA Executive Director Caroline Hendrie.
FAQs About the 2018 EWA Reporting Fellowship: Postsecondary Pathways
Applications Due April 16, 2018
What is the EWA Reporting Fellowship?
The EWA Reporting Fellowship provides financial awards to education journalists to undertake special reporting and writing projects.
How many fellowships will be awarded?
EWA expects to award approximately six to 10 fellowships in this round of the program.
How much money comes with the fellowship?
EWA will provide awards of up to $8,000 a piece to winning proposals.
This Country Spends Billions On Private Schools – And Has A Terrible Learning Gap Between Poor And Wealthy
School choice in France offers lessons for the U.S.
In theory, vouchers and other private school choice programs open up the same menu of educational opportunities to all, according to (Education Secretary Betsy) DeVos and other school choice supporters. Parents are freed from financial constraints and can pick a school in which their child will thrive, leading to improved academic outcomes for all children.
When 13-year-old André Cordeiro moved from rural Portugal to Toronto, the only English words he knew were, “hi,” “bye,” and “hot dog.” Four years later, he speaks English “way better” and credits the English-learner class he attends every morning at Islington Junior Middle School.
It was one of many tense moments at Education Secretary Betsy DeVos’ confirmation hearing this year. Sen. Tim Kaine, D-Va., repeatedly asked DeVos if she believed that all schools that receive public money, including private schools, should meet the same accountability standards. DeVos would not answer yes or no; she eventually began repeating, “I support accountability.”
Secretary of Education Betsy DeVos believes the key to improving schools in the United States is simple: Let parents choose where to send their children. Many school choice advocates cheered DeVos’ appointment, hoping it would unleash new funding and federal support for more charter schools, private school vouchers and other “choice” options, such as virtual schools and online programs.
The Education Writers Association is pleased to announce its fourth class of EWA Reporting Fellows as part of the organization’s ongoing efforts to support enterprising journalism projects on education.
“We are delighted to provide additional EWA members with this unique opportunity to dig deeper into the education beat,” said Caroline Hendrie, EWA’s executive director. “These new projects will make important contributions to the public’s understanding of education and further fortify the nation’s education journalism community.”
Just outside Concord High School, a delivery truck has spilled its chemical supplies. The students’ mission: Investigate the properties of the spill and develop a detailed plan to clean it up safely.
Teenagers wearing safety goggles squat down, sucking up samples of the clear liquid with pipettes. The simulated spill has been “contained” in a fish tank. But the students play along, first by developing some “testable questions” with their partners: How acidic is it? How does it compare with the properties of each substance on the truck?
There’s an essential skill not being taught enough in classrooms today, say a growing number of American educators. That skill is thinking.
“Most teachers never really ask students to think very deeply…. Most of what is assigned and tested are things we ask students to memorize,” writes Karin Hess, president of Educational Research in Action in Underhill, Vt., and an expert on assessment, in an email to the Monitor.
Two-dozen high school students are gathered around a large work table as manufacturing teacher Dan Cassidy holds out boxes of metal bars and gears. The students choose among the parts to build model bicycles. “What else are we going to use today? Let me hear some vocab here,” he says. When a student shouts out “chains,” he nudges them until they recall another term for it: “linkage.”
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On a chilly winter morning in a tiny pocket of Silicon Valley known as North Fair Oaks, Everest Public High School is buzzing with energy. Out front, a tall, skinny teen jumps out of a black Porsche SUV; moments later, three young women in matching black hoodies stream out of the front seat of a Toyota pickup that’s filled with trowels, buckets, and a ladder.
With the sound of drills and nail guns in the background, two ninth-grade boys tried to solve a math problem.
“How many 2-by-4, 8-foot planks am I going to have to buy when I go to Home Depot this afternoon?,” asked Jared Lauterbach, the students’ teacher, “and how many 6-foot planks?”
This was supposed to be a banner year for Furr High School. It moved into a brand new building and was using a ten million dollar grant to reinvent high school. Even though Hurricane Harvey delayed the school year by two weeks, things seemed to be back to normal.
Longtime principal Bertie Simmons met with a mom who was trying to get her daughter into Furr.
In a corner of a classroom at Science Leadership Academy Middle School is a bookcase with green shelves and a plaque on top, where several students wrote their names in marker.
Having worked on its design, they claimed the bookcase as their own. Visible around the school are other bookcases, some festooned with polka dots, stripes, handprints, and words, all built by creative 5th graders.
In a corner of a classroom at Science Leadership Academy Middle School is a bookcase with green shelves and a plaque on top, where several students wrote their names in marker. Having worked on its design, they claimed the bookcase as their own. Visible around the school are other bookcases, some festooned with polka dots, stripes, handprints, and words, all built by creative 5th graders. These personalized bookcases are the result of both a gift and a problem.
When the Boston Public Schools opened the Margarita Muñiz Academy in 2012, it was a first-of-its kind dual-language high school meant to address issues faced by the city’s growing Hispanic population. At the time, Hispanic students were both the most likely to drop out of the city’s schools and the least likely to enroll in college when compared to black, white and Asian students. They still are, but as the academy enters its sixth full year, its student outcomes are drawing praise from a variety of sources, even while administrators note that steep challenges remain.
Tymeer Washington held a gold marker above his white mug and considered his identity. After a moment, he drew his name in silver and gold next to a large “24.” “It’s where I’m from,” Washington explained. “24th and Lehigh.”
The 18 students in Danina Garcia’s class at the brand new Vaux Big Picture High School will start each school day with these mugs in their 90-minute advisory period, drinking hot chocolate or tea. It is a chance for students and their adviser, who are expected to stay together for all four years, to bond with each other.
Girls in the Middle East do better than boys in school by a greater margin than almost anywhere else in the world: a case study in motivation, mixed messages, and the condition of boys everywhere.
Journalist Kelly Field recently won a top honor at EWA’s National Seminar for her compelling series, “From the Reservation to College,” on the education of Native American students. Field’s coverage for The Chronicle of Higher Education — supported by an EWA Reporting Fellowship — follows several students from the Blackfeet Indian reservation in Montana. Their experiences highlight the significant educational challenges facing Native communities in the U.S. today.
Furr High School is gearing up to launch a new kind of ninth grade. It’s part of how Furr, which used to have a reputation for drop-outs and gang violence, is trying to transform high school, with the help of a $10 million grant. At one recent workshop, half a dozen ninth grade instructors brainstormed for the new ninth grade, thinking about how to give students more ownership in the curriculum and testing.
Laura Isensee of Houston Public Media discusses Furr High School, which recently received a $10 million grant to help it reinvent what, when, and how students learn. The changes are already underway: a veteran principal was lured out of retirement to take the helm; students are able dig into their own areas of interest during regular periods of “Genius Time”; and even the hiring process for teachers and staff has taken some innovative turns. What’s been the response of the school community to these new developments?
Nationally, politicians and others frequently tout Hartford, Connecticut, and its magnet schools as a model of school integration. But in reality, the city has a system of haves and have nots, as Vanessa de la Torre and Matthew Kauffman, reporters at The Hartford Courant, revealed in their 2017 series, “Hartford Schools: More Separate, Still Unequal.”